Gap Analysis/Executive Function

Theoretical construct to help researchers think about how the brain actually works.

Background information - Theoretical Models, etc. (Wikipedia - Executive Function)

Loosely group into the following areas: goal formation, planning, goal-directed action, self-monitoring, attention, response inhibition, and coordination of complex cognition and motor control for effective performance. Difficulties in these areas are implicated in various disorders/disabilites.(Wikipedia - Executive Dysfunction)

Definitions

from: LDonline - What is Executive Function?

1. Inhibition - The ability to stop one's own behavior at the appropriate time, including stopping actions and thoughts. The flip side of inhibition is impulsivity; if you have weak ability to stop yourself from acting on your impulses, then you are "impulsive."
2. Shift - The ability to move freely from one situation to another and to think flexibly in order to respond appropriately to the situation (
3. Emotional Control - The ability to modulate emotional responses by bringing rational thought to bear on feelings. (tolerate frustration)
4. Initiation - The ability to begin a task or activity and to independently generate ideas, responses, or problem-solving strategies (also, ability to finish)
5. Working memory - The capacity to hold information in mind for the purpose of completing(/performing) a task
6. Planning/Organization - The ability to manage current and future- oriented task demands.
7. Organization of Materials - The ability to impose order on work, play, and storage spaces.
8. Self-Monitoring - The ability to monitor one's own performance and to measure it against some standard of what is needed or expected.

Functional implications of executive function disorder

from http://learningdisabilities.about.com/od/eh/a/executive_funct.htm

Trouble with the following:

• Estimating and visualizing outcomes;
• Analyzing sights, sounds, and physical sensory information;
• Perceiving and estimating time, distance, and force;
• Anticipating consequences;
• Mentally evaluating possible outcomes of different problem-solving strategies;
• Ability to choose actions based on the likelihood of positive outcomes;
• Choosing the most appropriate action based on social expectations and norms; and
• Performing tasks necessary to carry out decisions.

Manifested as:

• difficulty planning and completing projects;
• problems understanding how long a project will take to complete; (jim-author task - estimated time to complete form, application, etc.)
• struggling with telling a story in the right sequence with important details and minimal irrelevant details;
• trouble communicating details in an organized, sequential manner;
• problems initiating activities or tasks, or generating ideas independently; and
• difficulty retaining information while doing something with it such as remembering a phone number while dialing.

Strategies to over-come or manage deficits:

• Give clear step-by-step instructions with visual organizational aids. (jim-author task)
  • Be as explicit as possible with instructions. (jim-author task)
  • Use visual models and hands-on activities when possible. (jim -perhaps videos or audio)

Additional Strategies

from: LDonline - What is Executive Function?

• Take step-by-step approaches to work; rely on visual organizational aids.
• Use tools like time organizers, computers or watches with alarms.
• Prepare visual schedules and review them several times a day.
• Ask for written directions with oral instructions whenever possible.
• Plan and structure transition times and shifts in activities.

Managing Time

• Create checklists and “to do” lists, estimating how long tasks will take.
• Break long assignments into chunks and assign time frames for completing each chunk.
• Use visual calendars at to keep track of long term assignments, due dates, chores and activities.
• Use management software such as the Franklin Day Planner, Palm Pilot or Lotus Organizer.
• Be sure to write the due date on top of each assignment.

Managing Space and Materials

• Organize work space.
• Minimize clutter.
• Consider having separate work areas with complete sets of supplies for different activities.
• Schedule a weekly time to clean and organize the work space.

Managing Work

• Make a checklist for getting through assignments. For example, a student’s checklist could include such items as: get out pencil and paper; put name on paper; put due date on paper; read directions; etc.
• Meet with a teacher or supervisor on a regular basis to review work; troubleshoot problems.

Other References

• Executive Function Dysfunction: The Newest “Learning Disability”
• What Is Executive Function?
• Wikipedia - Executive Functions
• Executive Function Fact Sheet
• Wikipedia - Executive Dysfunction
• What Is Executive Functioning?
• [http://trace.wisc.edu/docs/comp_screen_interfaces_96/comp_screen_interfaces.htm Computer & screen-based interfaces: Universal design filter (Ellen Francik - 1996)
• Telecommunications Problems and Design Strategies for People with Cognitive Disabilities (PDF) - (Francik, et al 1999)
• Designing for Cognitive Disabilities
• Developing sites for users with Cognitive disabilities and learning difficulties